Articles
<![CDATA[INVESTIGATING THE EFFECT OF CANVA ON STUDENTS’ WRITING SKILLS ]]>
<![CDATA[Audi Yundayani]]>;
<![CDATA[Susilawati Susilawati]]>;
<![CDATA[Chairunnisa Chairunnisa]]>
<![CDATA[ English Review: Journal of English Education Vol 7, No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v7i2.1800
<![CDATA[A growing number of language teaching studies have started to consider the role of technology in teaching writing. Moreover, recent work in English as a Foreign Language (EFL) class has highlighted the importance of introducing visual media in an effort to help students improve their writing skills. The present study aims at investigating the effect of Canva on students’ writing skills. To this end, forty-four Indonesian EFL students were selected and assigned randomly to two writing classes, namely control and experimental groups. Before the treatment, both groups had a pre-test. During the sessions of instruction, both classes were taught by adopting Communicative Language Teaching (CLT) approach. However, in the experimental group, in order to help students to explore their writing ideas, they were asked to use Canva as media of writing. After the treatment, both groups had a post-test. Then, the number of writing errors made by students from both groups were compared using ANCOVA. The results showed that students in the experimental group had a significantly lower number of writing errors compared to the control group, which confirmed the positive effect of Canva in improving students’ writing skills.]]>
<![CDATA[PRESENT SITUATION ANALYSIS: STUDENTS’ EARLY CHARACTERISTICS IN WRITING FOR ACADEMIC PURPOSES ]]>
<![CDATA[Audi Yundayani]]>
<![CDATA[ English Review: Journal of English Education Vol 6, No 2 (2018) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v6i2.1262
<![CDATA[Present situation analysis is considered to be the umbrella that embraces students’ lacks in language proficiencies. The aims of this study were to (1) find out current students’ writing competence level; (2) identify students’ entry behaviors and characteristics; (3) identify students’ perception concerning with writing skill for academic purposes at non-English education study programs of STKIP Kusuma Negara Jakarta. The descriptive inquiry was used in identifying students’ present situation. The respondents were non-English education study programs students of STKIP Kusuma Negara Jakarta in the academic year 2016-2017 and English lecturers. Non-English education study programs students of STKIP Kusuma Negara Jakarta had low-level writing competence for academic purposes, in the area of academic styles and genres based on their disciplines. Their previous experience in studying English was different with college requirement. They were not interested in studying writing for an academic purpose due to it was difficult and made them confusing. Most of them never practiced and learned it seriously but they realized the importance of having competence in writing for academic purposes, especially related with the learning process in the university level.Keywords: present situation analysis, writing for academic purposes, descriptive inquiry ]]>
<![CDATA[The Use of Smartphone in Improving the Students’ Speaking Skill ]]>
<![CDATA[Paiman Paiman]]>;
<![CDATA[Audi Yundayani]]>;
<![CDATA[Suciati Suciati]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 1 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i1.597
<![CDATA[Technology has already had a significant impact on many aspects of life, including education. As a learning tool, the Smartphone has become indispensable for system implementation. The study's goal is to investigate how smartphones can assist students in improving their public speaking skills. The study employed classroom action research in three cycles. This study included 39 second-grade students from a junior high school in West Java. Interviews, observations, and questionnaires were used to collect qualitative data. Furthermore, quantitative data from speaking tests were obtained. According to the findings of this study, using a smartphone during a course activity can keep students' attention and interest. They also gained the confidence to speak up and actively participate in class. Furthermore, smartphones help students stay engaged while learning. The speaking test results revealed that the students' speaking abilities had improved. The mean score for students in cycle one was 70.4, 77.6 in cycle two, and 82.2 in cycle three. As a result, because smartphones are compatible with student characteristics, they can be used as a learning media to assist students in improving their speaking skills, broadening their knowledge, and developing their other English practice.]]>
<![CDATA[CRITICAL THINKING SKILLS ON ARGUMENTATIVE TEXT WRITING SKILLS: DOES IT HAVE ANY EFFECT? ]]>
<![CDATA[Audi Yundayani]]>
<![CDATA[ Elite : English and Literature Journal Vol 8 No 2 (2021): December ]]>
Publisher : <![CDATA[UIN Alauddin Makassar ]]>
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DOI: 10.24252/10.24252/elite.v8i2a1
<![CDATA[Critical thinking is now often regarded as a necessary component of writing abilities. If this is confirmed, it is crucial to highlight students' ability to think critically to develop their writing skills. The purpose of this study is to investigate if students' critical thinking skills affect their ability to write argumentative texts using a quantitative approach and a predictive design. The population in this study amounted to 62 students of a private vocational school in Jakarta. Samples were taken of as many as 25 students using the random sampling technique. Both data were obtained by conducting a critical thinking test that adapted the Watson-Glaser theory and an argumentative text writing test. The data analysis used is the Lilliefors test, linearity, and analysis of variance. This study shows that students with higher critical thinking test scores get higher scores in writing argumentative texts and vice versa. Moreover, there is a significant effect of students' critical thinking skills on their argumentative writing skills. Critical thinking ability is one factor that supports students' success in developing written ideas so that the right stimulus is needed to bring up students' critical thinking skills.]]>
<![CDATA[ADJECTIVE PHRASE CONSTRUCTION INDICATED IN STUDENTS DESCRIPTIVE TEXT: A CROSS SECTIONAL STUDY ON STUDENTS OF SMA NEGERI 1 MATAULI PANDAN TAPANULI TENGAH ]]>
<![CDATA[Erma Hermawar]]>;
<![CDATA[Rahmat Husein]]>;
<![CDATA[Audi Yundayani]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 10, No 2 (2021): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO) ]]>
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DOI: 10.24127/pj.v10i2.4129
<![CDATA[ This study investigates the types of interlanguage of adjective phrase construction that students made when writing English descriptive text. The errors function as a system and can be used to determine interlanguage. The researcher employed a cross-sectional design and used descriptive qualitative methods. The descriptive texts of the students were collected as primary data at the same time but different levels of proficiency. Thirty tenth-grade students from Matauli Senior High School in Central Tapanuli, North Sumatera, participated in the study. Error Analysis (EA) and Interlanguage theories were central to the data analysis (IL). The findings revealed that students' English production is still interlanguage because their writings contain a wide range of errors regarding adjective phrases. There are 113 errors in total. There are up to 70 items of omission errors (62%), 19 items of misformation errors (17%), 15 items of misordering errors (13%), and 9 items of addition errors (8%). Furthermore, four processes were identified as contributing to students' interlanguage in this study, with the student's native language having the greatest influence on their English production (Language transfer (71%), second language learning strategies (14%), false concepts hypothesized (9.7%), and overgeneralization (5.3%)). The findings also revealed that both interlingual and intralingual sources have caused errors in second language learning. It can be concluded that students' competence at each level is insufficient. Due to their system, they are on the interlanguage continuum, which has a structurally intermediate status between the native and target languages.]]>
<![CDATA[THE IMPACT OF PBWORKS APPLICATION ON VOCATIONAL STUDENTS’ COLLABORATIVE WRITING SKILL ]]>
<![CDATA[Audi Yundayani]]>;
<![CDATA[Dian Kardijan]]>;
<![CDATA[Rainy Dwi Apriliani]]>
<![CDATA[ Jurnal Cakrawala Pendidikan Vol 39, No 3 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 3, OCTOBER 2020 ]]>
Publisher : <![CDATA[LPMPP Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/cp.v39i3.25077
<![CDATA[Writing skill is a productive language skills that should be mastered by vocational students. It has become a critical issue in the study of English for Specific Purposes (ESP) and a challenging one in Indonesian context in the context of English as Foreign Language learning. This paper aims to investigate the impact of PBworks media application on vocational students’ collaborative writing skill. The research used the experimental approach. The respondents included 60 vocational students selected randomly and divided into two groups with 30 students in the control group and 30 students in the experimental group. The PBworks media was applied in the experimental group, while the control group received face-to-face writing class without incorporating learning media. The data were obtained by comparing student scores in the pre-test and two post-tests. The analysis of covariance (ANCOVA) was used to obtain the result. It showed that there is a statistically significant difference between using PBworks and non-Pbworks media in regard to the students’ writing performance (p .05). Moreover, vocational students believe in the benefit of the PBworks media application in developing collaborative writing skill despite the disadvantages.]]>
<![CDATA[When solidarity and misery meet in the shadow of a massacre: Moral values reflected in the novel ‘Human Acts’ ]]>
<![CDATA[Audi Yundayani]]>;
<![CDATA[Benedicta Lintang Larassaty]]>;
<![CDATA[Bejo Sutrisno]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 6, No 1 (2021): February 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.6.1.105-119
<![CDATA[The crisis that the world is in today has brought people together through the suffering they share. It leads to the presence of solidarity, which shows how people come hand in hand to help each other, showing that humanity exists even in difficult times. This paper seeks to analyze the portrayal of solidarity and suffering as part of the moral values of Han Kang's novel 'Human Acts,' which deals with the similar crisis that occurred in South Korea in 1980, known as the Gwangju Uprising. It applies descriptive qualitative research which concentrates directly and clearly on the aspects in the novel. It is learned that the characters in the novel convey the moral values most through the way in which they respect and care for one another and that the suffering shared between the characters is part of both their loss and their survival because of the solidarity they have built along the way. The moral values depicted in the novel ‘Human Acts’ are not merely fiction. It was realistically shown during the Gwangju Uprising and is now being shown in the current situation of the pandemic.]]>
<![CDATA[Promoting Students’ Critical Thinking in Writing Persuasive Text through Explicit Direct Instruction (Edi) ]]>
<![CDATA[Susilawati Susilawati]]>;
<![CDATA[Audi Yundayani]]>;
<![CDATA[Chairunnisa Chairunnisa]]>
<![CDATA[ Journal of English Language Studies Vol 4, No 2 (2019): Available Online in September 2019 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v4i2.5879
<![CDATA[Critical thinking is regarded as a critical issue to solve. Students should be equipped by critical thinking due to its pivotal position in developing students’ language competence. However, this issue remains unsolved for many obstacles occurring at classroom learning. Explicit Direct Instruction (EDI) is claimed as one of the methods contributing to successful critical thinking development. The present research aimed at portraying how EDI directed students to enhance their critical thinking and EDI implementation in writing persuasive essay. The present research employed qualitative approach with case study method. The subjects involved in this research were 20 of 3rd-year students of a private college in East Jakarta. The instruments used to collect the data were observation, interview, and document analysis. The findings of the research indicated that: 1) EDI assisted the students with the promotion of their critical thinking in the argument analysis by the reinforcement provided by re-teaching and CFU with T-APPLE concept, and 2) EDI was implemented based on the seven components of its lesson design and in conjunction with a variety of learning strategies. To these extents, EDI implementation in writing class has specifically enlighten one of critical writing dimensions. Research on EDI effectiveness quantitatively is adjured.]]>
<![CDATA[Kiat Menjadi Pegiat dan Pengajar Bahasa Indonesia bagi Penutur Asing: Membidik Potensi dan Peluang ]]>
<![CDATA[Bejo Sutrisno]]>;
<![CDATA[Agus Sulaeman]]>;
<![CDATA[Mukhlasul Fasikh]]>;
<![CDATA[Audi Yundayani]]>
<![CDATA[ Jurnal Abdimas Prakasa Dakara Vol. 1 No. 2 (2021): Penguatan Keterampilan dan Karakter untuk Mendukung Pendidikan ]]>
Publisher : <![CDATA[LPPM STKIP Kusuma Negara ]]>
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DOI: 10.37640/japd.v1i2.1031
<![CDATA[Internasionalisasi bahasa Indonesia memberikan dampak positif terhadap munculnya peluang menjadi pegiat dan pengajar bahasa Indonesia bagi Penutur Asing (BIPA). Peluang dan potensi ini menjadi sebuah daya tarik tersendiri, hanya saja masih terdapat tanda tanya besar terkait apa itu BIPA, apa yang harus disiapkan, dan apa yang harus dilakukan untuk mengambil peluang tersebut. Kegiatan ini ditujukan untuk memberikan informasi tentang BIPA, memberikan gambaran tentang peluang-peluang apa saja yang muncul, bagaimana menjadi pegiat dan pengajar BIPA, dan berbagai tantangan yang akan dihadapi. Kegiatan yang diikuti oleh 98 peserta dari berbagai kalangan dilaksanakan dalam bentuk seminar dalam jaringan (daring) dengan pemaparan makalah dan pengalaman dari pemateri diikuti dengan sesi diskusi. Hasil dari kegiatan ini memberikan dampak positif. Peserta terlibat secara aktif dalam sesi diskusi. Umpan balik yang diberikan peserta setelah selesai acara menggambarkan mereka termotivasi untuk ingin lebih tahu lagi tentang BIPA. Mereka juga berharap STIBA IEC dapat melakukan lokakarya BIPA dasar untuk program kegiatan selanjutnya. Informasi tentang BIPA yang diberikan dapat memberikan stimulus dan informasi yang tepat bagi masyarakat luas.]]>
<![CDATA[ENGLISH WRITING NEEDS FOR ACADEMIC PURPOSES IN FORMAL HIGHER EDUCATION ]]>
<![CDATA[Audi Yundayani]]>
<![CDATA[ Journal of English Language and Literature (JELL) Vol 2 No 01 (2017): JELL STIBA-IEC ]]>
Publisher : <![CDATA[STIBA IEC JAKARTA ]]>
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DOI: 10.37110/jell.v2i01.11
<![CDATA[The study aimed to get the understanding about the learners’ needs of English writing skill for academic purposes in formal higher education. As a part of English for Specific Purposes (ESP), English for Academic Purposes (EAP) should play an important role in English teaching for non English program, specifically in higher formal education. This is a descriptive research that used observation, questionaire and interview. The data analysis and interpretation indicates that, 1) Learners’ proficiency in English writing for Academic Purposes in formal higher education is a must for use to enhance the learners’ academic performance. It is important for the lecturer to provide the suitable learning material and learning technique based on the requirement; 2) Learners’ English writing skill for academic purposes needs require ability in summarizing, paraphrasing, writing in academic genres like essays, reports and literature reviews, and writing in rhetorical-functional like explaining, defining and drawing conclusion]]>
